Version 1
General Certificate of Education (A-level)
January 2011
Psychology A
PSYA4
(Specification 2180)
Unit 4: Psychopathology, Psychology in Action
and Research Methods
Post-Standardisation
Mark Scheme
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Mark Scheme – General Certificate of Education (A-level) Psychology A
Unit 4: Psychopathology, Psychology in Action and Research Methods – January 2011
PSYA4: Psychopathology, Psychology in Action and Research Methods
SECTION A PSYCHOPATHOLOGY
Question 01
AO1 = 5 marks
Candidates are likely to describe symptoms included in the ICD or DSM manuals eg: thought
control, delusions, hallucinatory voices, other persistent hallucinations, incoherent/irrelevant
speech, catatonic behaviour, negative symptoms (such as lack of drive/motivation, flat affect,
inappropriate emotional response and sudden mood swings). Clinical characteristics of
schizophrenia could also legitimately include factors such as the prevalence, course and
outcome of the disorder. However, causal explanations and evaluative commentary, for
example, on the difficulty of diagnosis, are not creditworthy. Similarly, the identification of
different types of schizophrenia is not creditworthy unless the characteristics of these
different types are described.
Examiners should bear in mind that the allocation of marks for this question is only
5 and that it is unreasonable to expect very detailed and lengthy answers.
Breadth vs depth – candidates can get up to full marks with the characteristics of one type of
schizophrenia, but there must be more than one characteristic.
AO1 Mark bands
5 - 4 marks
Outline is reasonably thorough, accurate and coherent
3 - 2 marks
Outline is limited, generally accurate and reasonably coherent
1 mark
Outline is weak and muddled or very limited.
0 marks
No creditworthy material
Question 02
AO1 = 4 marks
Candidates are required to provide an outline of one psychological explanation of
schizophrenia. Where candidates provide more than one explanation, examiners should
credit the best account. Descriptions of biological explanations are not creditworthy. Sociocultural explanations are included in the specification as examples of psychological
explanations and are perfectly acceptable here. Answers are most likely to focus on one of
the following explanations:
•
psychodynamic ( including family systems theory)
•
cognitive
•
behavioural
3
Mark Scheme – General Certificate of Education (A-level) Psychology A
Unit 4: Psychopathology, Psychology in Action and Research Methods – January 2011
Candidates could also legitimately outline the role of expressed emotion in schizophrenia or
refer to the social drift hypothesis. However, in both cases, they are more relevant to
explaining the maintenance of schizophrenia rather than its origins so candidates might find it
difficult to access full marks here.
An outline of the diathesis-stress explanation is acceptable provided the candidates
emphasise the psychological aspect.
Evaluation of explanations receives no credit.
AO1 Mark bands
4 marks
Outline is reasonably thorough, accurate and coherent
3 - 2 marks
Outline is limited, generally accurate and reasonably coherent
1 mark
Outline is weak and muddled or very limited.
0 marks
No creditworthy material
Question 03
AO2/AO3 = 16 marks
Candidates are required to provide an evaluation of psychological explanations of
schizophrenia. The question refers to explanations in the plural since it could be difficult for
candidates to provide sufficient evaluative material on a single psychological explanation for
full marks. However, given that evaluative points are often relevant to more than one
explanation, no partial performance criteria apply for this question.
Candidates can legitimately refer to biological explanations but answers will only gain credit
where the material is clearly used to offer commentary on the worth of psychological
explanations. Detailed descriptions of biological explanations cannot gain credit. Similarly,
detailed descriptions of psychological explanations cannot gain credit – the focus in this part
of the question is on evaluation.
The evaluation can be both positive and negative:
One criticism of psychodynamic theory, for example, is that it places responsibility on
mothers. The behavioural explanation is criticised, for example, because it is hard to accept
that the bizarre and complex patterns of behaviour seen in people with schizophrenia can be
acquired through simple learning processes; the cognitive explanation can be criticised for
being descriptive rather than explanatory.
More general evaluations that apply to most psychological explanations include the following:
none of them can adequately account for the indisputable fact that schizophrenia runs in
families and that the increased risk is directly associated with the degree of relatedness.
There is a lack of strong empirical evidence to support the psychological explanations and
there is also a problem of disentangling cause and effect (eg does faulty thinking cause
schizophrenia or vice versa?). It is also legitimate to refer to therapies ie that treatments
arising from psychodynamic and behavioural explanations appear to have little therapeutic
effect in schizophrenia.
Another general point concerns the diversity of symptoms found in people diagnosed either
with schizophrenia or a sub-type of schizophrenia – it may be the case, for example, that
some explanations can account for certain symptoms better than others.
Candidates might also use the diathesis-stress model as a way of reconciling biological and
psychological explanations.
4
Mark Scheme – General Certificate of Education (A-level) Psychology A
Unit 4: Psychopathology, Psychology in Action and Research Methods – January 2011
AO2/AO3 Mark bands
16 - 13 marks Effective
Evaluation demonstrates sound analysis and understanding.
The answer is well focused and shows coherent elaboration and/or a clear line of argument.
Ideas are well structured and expressed clearly and fluently. Consistently effective use of
psychological terminology. Appropriate use of grammar, punctuation and spelling.
12 - 9 marks Reasonable
Evaluation demonstrates reasonable analysis and understanding.
The answer is generally focused and shows reasonable elaboration and/or a line of argument is
evident.
Most ideas appropriately structured and expressed clearly. Appropriate use of psychological
terminology. Minor errors of grammar, punctuation and spelling only occasionally compromise
meaning.
8-5 marks Basic
Analysis and evaluation demonstrate basic, superficial understanding.
The answer is sometimes focused and shows some evidence of elaboration.
Expression of ideas lacks clarity. Limited use of psychological terminology. Errors of grammar,
punctuation and spelling are intrusive.
4-1 marks Rudimentary
Analysis and evaluation is rudimentary, demonstrating very limited understanding.
The answer is weak, muddled and incomplete. Material is not used effectively and maybe
mainly irrelevant.
Deficiency in expression of ideas results in confusion and ambiguity. The answer lacks
structure, often merely a series of unconnected assertions. Errors of grammar, punctuation and
spelling are frequent and intrusive.
0 marks
No creditworthy material is presented.
5
Mark Scheme – General Certificate of Education (A-level) Psychology A
Unit 4: Psychopathology, Psychology in Action and Research Methods – January 2011
Question 04
AO1 = 9 marks
Candidates are required to outline at least two psychological therapies for depression. They
gain no credit for descriptions of biological therapies. Examiners should be mindful of a
depth-breadth trade-off in answers. Answers focusing on two therapies require more depth
than answers which outline three or more therapies.
Answers which outline only one therapy are subject to partial performance criteria.
Appropriate psychological therapies include:
•
psychoanalysis
•
behavioural therapy
•
cognitive-behavioural therapy (it would be acceptable to outline two different types of
CBT for full marks but there is a breadth/depth trade-off here)
•
interpersonal therapy
AO2/AO3 = 16 marks
Candidates are required to evaluate at least two psychological therapies. Where only one is
evaluated, partial performance criteria apply.
Evaluations will vary depending on the therapies chosen although some evaluations are
relevant to more than one therapy. Generic evaluation of the underpinning theory is only
creditworthy where the candidate makes it relevant to the therapy. Where no such link is
made, it is rudimentary. Very limited statements such as 'Freud based his therapy on
middle-class, Viennese women' are basic and do not show sound analysis or understanding.
Candidates are likely to evaluate therapies in terms of their appropriateness and
effectiveness. Evaluation must be relevant to therapies in the context of depression.
Biological therapies are only creditworthy if used as part of a sustained commentary on the
chosen psychological therapies.
Issues of appropriateness could include:
•
factors affecting the choice of treatment e.g. financial constraints,
availability/accessibility of appropriate therapist, accuracy of original diagnosis
•
ethical issues e.g. possible harmful side-effects, issues of informed consent
Issues of effectiveness could include:
•
problems of measuring effectiveness e.g. when to measure, how to measure, what
criteria to choose
•
wide range of symptoms/severity treatments might be effective for some types of
depression but not others
•
placebo effects
6
Mark Scheme – General Certificate of Education (A-level) Psychology A
Unit 4: Psychopathology, Psychology in Action and Research Methods – January 2011
AO1 Mark bands
Knowledge and understanding are accurate and well detailed.
9 – 8 marks
A good range of relevant material has been selected. There is substantial
Sound
evidence of breadth/depth.
Organisation and structure of the answer are coherent
Knowledge and understanding are generally accurate and reasonably
7 - 5 marks
detailed.
Reasonable
A range of relevant material has been selected. There is evidence of breadth
and/or depth
Organisation and structure of the answer are reasonably coherent.
Partial performance is sound, accurate and well detailed
N.B. (max. 6 marks)
Knowledge and understanding are basic/relatively superficial.
4 - 3 marks
A restricted range of material has been presented.
Basic
Organisation and structure of the answer are basic.
Partial performance is reasonable and generally accurate
Knowledge and understanding are rudimentary and may be muddled and/or
2 - 1 marks
inaccurate.
Rudimentary
The material presented may be very brief or largely irrelevant.
Lacks organisation and structure.
Partial performance is basic.
0 marks
No creditworthy material.
7
Mark Scheme – General Certificate of Education (A-level) Psychology A
Unit 4: Psychopathology, Psychology in Action and Research Methods – January 2011
AO2/AO3 Mark bands
16 - 13 marks Effective
Evaluation demonstrates sound analysis and understanding.
The answer is well focused and shows coherent elaboration and/or a clear line of argument.
Ideas are well structured and expressed clearly and fluently. Consistently effective use of
psychological terminology. Appropriate use of grammar, punctuation and spelling.
12 - 9 marks Reasonable
Evaluation demonstrates reasonable analysis and understanding.
The answer is generally focused and shows reasonable elaboration and/or a
line of argument is evident.
Most ideas appropriately structured and expressed clearly. Appropriate
use of psychological terminology. Minor errors of grammar, punctuation and
spelling only occasionally compromise meaning.
Partial performance demonstrates sound analysis and understanding. It is well focused and
shows coherent elaboration and/or a clear line of argument (max. 10 marks).
8 - 5 marks Basic
Analysis and evaluation demonstrate basic, superficial understanding.
The answer is sometimes focused and shows some evidence of elaboration.
Expression of ideas lacks clarity. Limited use of psychological terminology. Errors of grammar,
punctuation and spelling are intrusive.
Partial performance demonstrates reasonable analysis and understanding. It is generally
focused and shows reasonable elaboration and/or a line of argument is evident.
4-1 marks Rudimentary
Analysis and evaluation is rudimentary, demonstrating very limited understanding.
The answer is weak, muddled and incomplete. Material is not used effectively and may
be mainly irrelevant.
Deficiency in expression of ideas results in confusion and ambiguity. The answer lacks
structure, often merely a series of unconnected assertions. Errors of grammar, punctuation and
spelling are frequent and intrusive.
Partial performance demonstrates basic, superficial understanding. It is sometimes focused
and shows some evidence of elaboration.
0 marks
No creditworthy material is presented.
8
Mark Scheme – General Certificate of Education (A-level) Psychology A
Unit 4: Psychopathology, Psychology in Action and Research Methods – January 2011
Question 05
AO1 = 5 marks
The outline might include:
•
physiological, behavioural, emotional and cognitive signs/symptoms
•
incidence and prevalence
•
course and prognosis
Examiners should be mindful that this part of the question is only worth 5 marks and so
candidates are not expected to cover all these points to access the top marks. However, top
band answers should refer to some diagnostic criteria – in particular there must be some
reference to the underlying anxiety that characterises these anxiety disorders. It is
acceptable to refer to different types of phobia but these distinctions on their own are not
creditworthy – they must be accompanied by a description of the characteristics of each type.
AO1 Mark bands
5 - 4 marks
Outline is accurate and coherent
3 - 2 marks
Outline is limited, generally accurate and reasonably coherent
1 mark
Outline is weak and muddled or very limited
0 marks
No creditworthy material
Question 06
AO2/AO3 = 10 marks
There is a requirement for an explanation of at least two issues. Although some issues are
relevant to all types of psychological disorder, candidates must explicitly address at least
some of the issues in the context of an anxiety disorder to access the top mark band.
Examiners should be mindful of a depth/breadth trade-off here.
Likely issues could include:
•
classification systems are based on the medical model – leads to pathologizing of
psychological disorders
•
different classification systems have different criteria
•
validity of diagnostic categories
•
reliability of diagnosis across clinicians
•
biases in diagnosis (e.g. gender, cultural)
•
overlap with other disorders
•
labelling and stigmatising
9
Mark Scheme – General Certificate of Education (A-level) Psychology A
Unit 4: Psychopathology, Psychology in Action and Research Methods – January 2011
AO2/AO3 Mark bands
Explanation demonstrates sound analysis and understanding.
10 – 9 marks
The answer is well focused and shows coherent elaboration and/or a clear line
Effective
of argument.
Ideas are well structured and expressed clearly and fluently. Consistently
effective use of psychological terminology. Appropriate use of grammar,
punctuation and spelling.
Explanation demonstrates reasonable analysis and understanding.
8 - 6 marks
The answer is generally focused and shows reasonable elaboration and/or a
Reasonable
line of argument is evident.
Most ideas appropriately structured and expressed clearly. Appropriate
use of psychological terminology. Minor errors of grammar, punctuation and
spelling only occasionally compromise meaning.
Partial performance is effective and demonstrates sound analysis and
understanding (max 7 marks).
Explanation demonstrates basic, superficial understanding.
5 - 3 marks
The answer is sometimes focused and shows some evidence of elaboration.
Basic
Expression of ideas lacks clarity. Limited use of psychological terminology.
Errors of grammar, punctuation and spelling are intrusive.
Partial performance is reasonable and demonstrates reasonable analysis and
understanding.
Explanation is rudimentary demonstrating very limited understanding.
2 - 1 marks
The answer is weak, muddled and incomplete. Material is not used effectively
Rudimentary
and may be mainly irrelevant.
Deficiency in expression of ideas results in confusion and ambiguity. The
answer lacks structure, often merely a series of unconnected assertions.
Errors of grammar, punctuation and spelling are frequent and intrusive.
Partial performance demonstrates basic, superficial understanding.
0 marks
No creditworthy material is presented.
Question 07
AO1 = 4 marks
Outline of one psychological explanation for either phobic
disorder or OCD
Candidates are likely to describe psychoanalytic, behavioural, social learning or cognitivebehavioural explanations. Answers outlining preparedness theory are acceptable even
though this theory has biological elements. Examiners should bear in mind that there are
only 4 marks available for AO1 material in this part of the question.
Where candidates outline more than one explanation, both should be marked and the best
account credited.
10
Mark Scheme – General Certificate of Education (A-level) Psychology A
Unit 4: Psychopathology, Psychology in Action and Research Methods – January 2011
AO2/AO3 = 6 marks
The requirement in this question is to evaluate the explanation outlined for AO1 credit.
Material on other explanations is only creditworthy if clearly used as commentary on the
chosen explanation.
The nature of the evaluation depends on the chosen explanation but it is likely to focus on
the quality of research evidence related to the explanation. Candidates might also consider
whether some explanations (eg behavioural) might be better at explaining the maintenance
rather than the origin of the disorder. A discussion of the effectiveness of an associated
therapy could also be creditworthy if clearly linked to the underpinning explanation. Generic
evaluation which is not clearly related to the particular disorder (eg Freud based his theory
on middle class women) shows very limited understanding.
AO1 Mark bands
4 marks
Outline is reasonably thorough, accurate and coherent
3 - 2 marks
Outline is limited, generally accurate and reasonably coherent
1 mark
Outline is weak and muddled or very limited
0 marks
No creditworthy material
AO2/AO3 Mark bands
Evaluation demonstrates sound analysis and understanding.
6 marks
Application of knowledge is effective and shows coherent elaboration.
Effective
Ideas are well structured and expressed clearly and fluently. Consistently
effective use of psychological terminology. Appropriate use of grammar,
punctuation and spelling.
Evaluation demonstrates reasonable analysis and understanding.
5 - 4 marks
Application of knowledge is reasonably effective and shows some elaboration.
Reasonable
Most ideas appropriately structured and expressed clearly. Appropriate
use of psychological terminology. Minor errors of grammar, punctuation and
spelling only occasionally compromise meaning.
Analysis and evaluation demonstrate basic, superficial understanding.
3 - 2 marks
Application of knowledge is basic.
Basic
Expression of ideas lacks clarity. Limited use of psychological terminology.
Errors of grammar, punctuation and spelling are intrusive.
Analysis and evaluation is rudimentary, demonstrating very limited
1 mark
understanding.
Rudimentary
Application of knowledge is weak, muddled and may be mainly irrelevant.
Deficiency in expression of ideas results in confusion and ambiguity. The
answer lacks structure, often merely a series of unconnected assertions.
Errors of grammar, punctuation and spelling are frequent and intrusive.
No creditworthy material is presented.
0 marks
11
Mark Scheme – General Certificate of Education (A-level) Psychology A
Unit 4: Psychopathology, Psychology in Action and Research Methods – January 2011
SECTION B PSYCHOLOGY IN ACTION
Media Psychology
Question 08
AO1 = 4 marks
for outline of one explanation
Any appropriate explanation can be credited. The most likely explanation is social modelling
(SLT). This suggests that people use others as models to regulate their own behaviour and
to learn new things. People (particularly children) imitate models that they see portrayed on
television or in other forms of media. Imitation is more likely if the observer identifies with the
model in some way, if the context in which the behaviour is observed is realistic and if the
model is rewarded. Programmes such as Sesame Street include many situations and
characters designed to provide pro-social models for children.
Some text books refer to The General Learning Model (GLM) (Buckley and Anderson, 2006)
so it is likely that some candidates will use this in their answer.
The question asks for an explanation not a theory or approach so answers which focus on
factors such as empathy, parental support etc are perfectly acceptable provided the
explanation is in the context of media influence.
This question refers to pro-social behaviour and requires an outline of an explanation rather
than supporting studies. Straight descriptions of Bandura's Bobo doll study are, therefore,
unlikely to attract credit.
AO1 Mark bands
4 marks
Outline is reasonably thorough, accurate and coherent
3 - 2 marks
Outline is limited, generally accurate and reasonably coherent
1 mark
Outline is weak and muddled or very limited
0 marks
No creditworthy material
AO2/AO3 = 4 marks
for evaluation of the explanation
The evaluation will obviously depend on the particular explanation chosen. Evaluation can
be specific eg a criticism of SLT is that research has shown that exposure to filmed models
has less effect than to real-life models and also that the effect is often not generalised to new
settings. It is equally acceptable for the evaluation to be rather more general eg in terms of
the practical and ethical problems of carrying out research to support the explanation.
There is no requirement for candidates to consider both strengths and limitations of the
explanation.
12
Mark Scheme – General Certificate of Education (A-level) Psychology A
Unit 4: Psychopathology, Psychology in Action and Research Methods – January 2011
AO2/AO3 Mark bands
Evaluation demonstrates sound analysis and understanding.
4 marks
The answer is well focused and shows coherent elaboration.
Effective
Ideas are well structured and expressed clearly and fluently. Consistently
effective use of
psychological terminology. Appropriate use of grammar, punctuation and
spelling.
Evaluation demonstrates reasonable analysis and understanding.
3 marks
The answer is generally focused and shows reasonable elaboration.
Reasonable
Most ideas appropriately structured and expressed clearly. Appropriate
use of psychological terminology. Minor errors of grammar, punctuation and
spelling only occasionally compromise meaning.
Evaluation demonstrates basic, superficial understanding.
2 marks
The answer is sometimes focused and shows some evidence of elaboration.
Basic
Expression of ideas lacks clarity. Limited use of psychological terminology.
Errors of grammar, punctuation and spelling are intrusive.
Evaluation is rudimentary demonstrating very limited understanding.
1 mark
The answer is weak, muddled and may be mainly irrelevant.
Rudimentary
Deficiency in expression of ideas results in confusion and ambiguity. The
answer lacks structure, often merely a series of unconnected assertions.
Errors of grammar, punctuation and spelling are frequent and intrusive.
No creditworthy material is presented.
0 marks
Question 09
AO2/AO3 = 4 marks
2 marks for explanation of appropriate methodological
issue
2 marks for explanation of appropriate ethical issue
Methodological issues are most likely to arise from the use of questionnaires eg their
reliability/ validity, poor response rate associated with sending back questionnaires leading to
biased sample, demand characteristics etc. Reference to problems with correlational
research should be credited.
Ethical issues are most likely to surround confidentiality and consent. Protection from harm
is also a possible issue in that this is a rather sensitive area and the results of the
questionnaire could be distressing for the participants and they might need some support/
counselling.
Simply naming an issue is only credit worthy if the issue is made relevant to the study.
'Poor response rate' = 0 marks
'The use of questionnaires could cause problems in this study because people often do not
send them back' = 1 mark
One problem with using questionnaires is that people often do not send them back. This
means that the sample is biased.' = 2 marks
13
Mark Scheme – General Certificate of Education (A-level) Psychology A
Unit 4: Psychopathology, Psychology in Action and Research Methods – January 2011
Question 10
AO1 = 5 marks
There are several ways to achieve AO1 marks. One is to take a theoretical approach so that
candidates focus on one or more explanations of how television has influenced personal and
social attitudes over time. Candidates who do this could offer an explanation such as uses
and gratifications theory, cultivation theory, social learning theory. It is also likely that
candidates will outline the Hovland-Yale model of persuasion or the elaboration likelihood
model. Another legitimate approach is to take one aspect of television and explain how it
works to persuade the viewer. In this case candidates are most likely to focus on the
influence of television advertising, perhaps including behavioural and/or cognitive
mechanisms.
Explanations of persuasion with no reference to television are 'weak and muddled' and can
gain no more than one mark.
Examiners should bear in mind that this part of the question is only worth 5 marks so should
not expect great length or detail.
AO1 Mark bands
5 – 4 marks
Outline is reasonably thorough, accurate and coherent
3 - 2 marks
Outline is limited, generally accurate and reasonably coherent
1 mark
Outline is weak and muddled or very limited
0 marks
No creditworthy material
AO2/AO3 = 8 marks
Evaluation will depend on the explanation(s) outlined for AO1 marks. Evaluation can take
the form of studies which relate to particular explanation; methodological/ ethical criticisms of
studies; contrast/comparison of one explanation with another. Examiners should be
prepared to credit any material which specifically evaluates explanations for the effectiveness
of television in persuasion.
If evaluation is generic and not applied to TV then the answer would not rise above the basic
band.
14
Mark Scheme – General Certificate of Education (A-level) Psychology A
Unit 4: Psychopathology, Psychology in Action and Research Methods – January 2011
AO2/3 Mark bands
8-7 marks Effective
Evaluation demonstrates sound analysis and understanding.
Application of knowledge is effective and shows coherent elaboration.
Ideas are well structured and expressed clearly and fluently. Consistently effective use of
psychological terminology. Appropriate use of grammar, punctuation and spelling.
6-5 marks Reasonable
Evaluation demonstrates reasonable analysis and understanding.
Application of knowledge is reasonably effective and shows some elaboration.
Most ideas appropriately structured and expressed clearly. Appropriate
use of psychological terminology. Minor errors of grammar, punctuation and
spelling only occasionally compromise meaning.
4-3 marks Basic
Analysis and evaluation demonstrate basic, superficial understanding.
Application of knowledge is basic.
Expression of ideas lacks clarity. Limited use of psychological terminology. Errors of
grammar, punctuation and spelling are intrusive.
2-1 mark Rudimentary
Analysis and evaluation is rudimentary, demonstrating very limited understanding.
Application of knowledge is weak, muddled and may be mainly irrelevant.
Deficiency in expression of ideas results in confusion and ambiguity. The answer lacks
structure, often merely a series of unconnected assertions. Errors of grammar, punctuation
and spelling are frequent and intrusive.
0 marks
No creditworthy material is presented.
Question 11
AO1 = 4 marks
Answers should focus clearly on maintenance of an identifiable addictive behaviour.
Candidates can interpret the biological model as an umbrella term or they can focus on one
particular biological explanation of maintenance eg genetic or neurochemical ie they can
choose to outline one in detail or more than one in less detail. Candidates who outline
biological explanations of maintenance for more than one addictive behaviour should have
the best one credited.
Answers that refer to addiction in general, maximum 3 marks.
AO1 Mark bands
4 marks
Outline is reasonably thorough, accurate and coherent
3 - 2 marks
Outline is limited, generally accurate and reasonably coherent
1 mark
Outline is weak and muddled or very limited
0 marks
No creditworthy material
15
Mark Scheme – General Certificate of Education (A-level) Psychology A
Unit 4: Psychopathology, Psychology in Action and Research Methods – January 2011
AO2/3 = 4 marks
Candidates may choose to evaluate specific explanations or offer a more general evaluation
of biological explanations of the maintenance of an addictive behaviour. Answers need to
relate to a particular addictive behaviour although reference to other behaviours is
creditworthy if used as sustained commentary/comparison.
AO2 Mark bands
4 marks
Answer demonstrates reasonable analysis and understanding
3 - 2 marks
Answer demonstrates basic analysis and understanding.
1 mark
Answer is rudimentary demonstrating very limited understanding.
0 marks
No creditworthy material
Question 12
AO2/3 = 4 marks
Candidates are likely to explain this in terms of social learning theory. For full marks, they
need to explain why young people are likely to copy observed behaviour in films. For
example, in terms of the attractiveness/likeability of the actors or the characters they play;
positive outcomes etc.
Candidates might refer to research that has specifically focused on the influence of film eg
Gunakesera et al (2005), Dalton et al (2003), Distefan et al (1999).
Answers which make no reference to psychological studies or theories cannot exceed 2
marks.
AO2 Mark bands
4 marks
Answer demonstrates reasonable analysis and understanding
3 - 2 marks
Answer demonstrates basic analysis and understanding.
1 mark
Answer is rudimentary demonstrating very limited understanding.
0 marks
No creditworthy material
16
Mark Scheme – General Certificate of Education (A-level) Psychology A
Unit 4: Psychopathology, Psychology in Action and Research Methods – January 2011
Question 13
AO1 = 5 marks
Types of intervention included on the specification are: Biological, psychological, public
health interventions and legislation. It is acceptable for candidates to describe one type of
intervention in a general way or in the context of a particular type of addiction eg smoking.
Examiners should be mindful that there are only 5 AO1 marks available for this part of the
question so should not expect too much detail. If candidates offer more than one
intervention, credit the best one.
AO1 Mark bands
5 – 4 marks
Outline is reasonably thorough, accurate and coherent
3 - 2 marks
Outline is limited, generally accurate and reasonably coherent
1 mark
Outline is weak and muddled or very limited
0 marks
No creditworthy material
AO2/3 = 8 marks
The evaluation/commentary depends on the type of intervention chosen. Candidates are
likely to focus on the effectiveness of each type of intervention since this is required on the
specification, but any appropriate commentary is creditworthy. Candidates can gain credit by
referring to other types of intervention provided that they do so as part of a sustained
commentary on their chosen intervention. They might also gain credit by considering some
of the ethical and/or practical implications.
17
Mark Scheme – General Certificate of Education (A-level) Psychology A
Unit 4: Psychopathology, Psychology in Action and Research Methods – January 2011
AO2/AO3 Mark band
8-7 marks Effective
Evaluation/discussion demonstrates sound analysis and understanding.
The answer is well focused and shows coherent elaboration.
Ideas are well structured and expressed clearly and fluently. Consistently effective use of
psychological terminology. Appropriate use of grammar, punctuation and spelling.
6-5 marks Reasonable
Evaluation/discussion demonstrates reasonable analysis and understanding.
The answer is generally focused and shows reasonable elaboration.
Most ideas appropriately structured and expressed clearly. Appropriate
use of psychological terminology. Minor errors of grammar, punctuation and
spelling only occasionally compromise meaning.
4-3 marks Basic
Discussion demonstrates basic, superficial understanding.
The answer is sometimes focused and shows some evidence of elaboration.
Expression of ideas lacks clarity. Limited use of psychological terminology. Errors of
grammar, punctuation and spelling are intrusive.
2-1 mark Rudimentary
Discussion is rudimentary, demonstrating very limited understanding.
The answer is weak, muddled and may be mainly irrelevant.
Deficiency in expression of ideas results in confusion and ambiguity. The answer lacks
structure, often merely a series of unconnected assertions. Errors of grammar, punctuation
and spelling are frequent and intrusive.
0 marks
No creditworthy material is presented.
Question 14
AO1 = 5 marks
Candidates should refer to research findings/conclusions to access top marks. A
straightforward list of relevant personality factors would be limited to 2 marks. However,
candidates do not necessarily have to remember the names of the researchers attached to
particular pieces of research. Although the question asks for research findings, candidates
can access the top mark band by describing the findings from a single study provide there is
sufficient detail. Candidates are likely to cite research outlined in the major A level text
books. For example, Tobacyk et al (1988) have found a link between locus of control,
superstitious behaviour and paranormal belief; Kumar et al (1993) found that sensationseeking personality scores were related to both a greater paranormal belief and a greater
number of reported paranormal experiences; Gianotti et al (2001) found a high positive
correlation between belief in the paranormal and creative personality (specifically, they found
that people with high paranormal belief generated more original words in word task than
other people).
Fantasy proneness has been shown to correlate with paranormal belief (e.g. Irwin, 1991).
Ramakrishna (2001), in a study of adolescents, found a link between certain personality
characteristics and good performance on ESP tasks. Also, extroverts scored better at ESP
than intoverts.
A number of studies have shown a link between schizotypy and paranormal beliefs (eg
Goulding 2005). It is arguable whether a psychological disorder can be regarded as a
personality factor, but this research does appear in some textbooks under the heading of
'personality factors' so examiners should credit this.
18
Mark Scheme – General Certificate of Education (A-level) Psychology A
Unit 4: Psychopathology, Psychology in Action and Research Methods – January 2011
AO1 Mark bands
5 – 4 marks
Outline is reasonably thorough, accurate and coherent
3 - 2 marks
Outline is limited, generally accurate and reasonably coherent
1 mark
Outline is weak and muddled or very limited
0 marks
No creditworthy material
Question 15
AO2/3 = 3 marks
There is considerable evidence (eg review by French (1992) that belief in the paranormal is
higher in people with some sort of 'cognitive deficit'. One particular cognitive ability to attract
attention in this context is syllogistic reasoning (eg Wierzerbiki (1985)). Although, findings
are mixed, there has been general support for the idea that people who believe in the
paranormal do worse on such tasks than other people. There is also some evidence that
believers are less familiar with scientific principles and are less able to see the flaws in poorly
designed experiments than others.
1 mark for a brief reference to relevant research. Two further marks for elaboration.
Question 16
AO2/3 = 2 + 2 marks
Two marks for an understanding of the concepts of 'a reliable and well-validated scale.
'It is a consistent scale' = 1 mark 'It measures what it says it is measuring' = 1 mark
'If the scale was given to the same group of people on another occasion, the results would be
very similar. The scale measures what it says it measures' = 2 marks
Two marks for an explanation of why it is important. The concept of belief in the paranormal
is not entirely clear and there is no obvious way of testing it. There is some evidence that the
beliefs of the experimenter can be important in influencing the outcome of studies into the
paranormal it is, therefore, important that measuring tools are independently assessed to
apply a scientific approach to investigate an areas whose scientific status has been
questioned. It is not necessary to address both reliability and validity in this part of the
question
Question 17
AO2/3 = 3 marks
There are many cognitive factors that candidates could choose to use here, for example
confirmation bias, causal attributions, false probability. Candidates do not have to link this
factor to any particular anomalous belief, but in so far as doing so might clarify an
explanation, they can receive credit for this.
1 mark for identification of a factor, 2 further marks for how it is linked.
19
Mark Scheme – General Certificate of Education (A-level) Psychology A
Unit 4: Psychopathology, Psychology in Action and Research Methods – January 2011
Question 18
AO1 = 4 marks
The specification is clear in its requirement for candidates to have an understanding of
methodological issues in the study of anomalous experience. A wide range of issues can be
selected, for example, the problem of experimental control, the role of the experimenter (for,
example, the problem of experimenter bias or psi inhibition), differences in analysis and
reporting. It is important that examiners credit only those points that apply as methodological
issues.
Although many issues are common and are, therefore acceptable, candidates should focus
on issues which apply to psychokinesis rather than its related phenomenon, ESP. Issues
that only relate to ESP are not creditworthy.
AO1 Mark bands
4 marks
Outline is reasonably thorough, accurate and coherent
3 - 2 marks
Outline is limited, generally accurate and reasonably coherent
1 mark
Outline is weak and muddled or very limited
0 marks
No creditworthy material
AO2/3 = 6 marks
Candidates can address this aspect of the question in a number of ways. They can, for
instance, consider the adequacy of attempts to deal with methodological issues, including
examples of research, or even question the extreme methodological restraints placed on
research in this area compared to other fields of psychological research.
There is no partial performance on this question – answers which only address one issue are
likely to be limited and basic.
AO2/3 Mark bands
Commentary demonstrates sound analysis and understanding.
6 marks
Application of knowledge is effective and shows coherent elaboration.
Effective
Ideas are well structured and expressed clearly and fluently. Consistently
effective use of psychological terminology. Appropriate use of grammar,
punctuation and spelling.
Commentary demonstrates reasonable analysis and understanding.
5 - 4 marks
Application of knowledge is reasonably effective and shows some elaboration.
Reasonable
Most ideas appropriately structured and expressed clearly. Appropriate
use of psychological terminology. Minor errors of grammar, punctuation and
spelling only occasionally compromise meaning.
Commentary demonstrate basic, superficial understanding.
3 - 2 marks
Application of knowledge is basic.
Basic
Expression of ideas lacks clarity. Limited use of psychological terminology.
Errors of grammar, punctuation and spelling are intrusive.
Commentary is rudimentary, demonstrating very limited understanding.
1 mark
Application of knowledge is weak, muddled and may be mainly irrelevant.
Rudimentary
Deficiency in expression of ideas results in confusion and ambiguity. The
answer lacks structure, often merely a series of unconnected assertions.
Errors of grammar, punctuation and spelling are frequent and intrusive.
No creditworthy material is presented.
0 marks
20
Mark Scheme – General Certificate of Education (A-level) Psychology A
Unit 4: Psychopathology, Psychology in Action and Research Methods – January 2011
SECTION C PSYCHOLOGICAL RESEARCH AND SCIENTIFIC METHOD
Question Stem
A teacher has worked in the same primary school for two years. While chatting to the
children, she is concerned to find that the majority of them come to school without having
eaten a healthy breakfast. In her opinion, children who eat 'a decent breakfast' learn to read
more quickly and are better behaved than children who do not. She now wants to set up a
pre-school breakfast club for the children so that they can all have this beneficial start to the
day. The local authority is not willing to spend money on this project purely on the basis of
the teacher's opinion and insists on having scientific evidence for the claimed benefits of
eating a healthy breakfast.
Question 19
AO2/3 = 6 marks
Candidates need to show that they understand what differentiates opinion from scientific
evidence. They could mention some of the following:
•
•
•
•
•
•
The teacher has only experienced one school in a particular catchment area so she
has only observed a very limited number of 5 year-olds (issues of sampling and
replicability).
She has found out that children do not eat anything nourishing simply by chatting with
the children. She has no corroborative evidence from eg parents (issues of
objectivity).
She uses vague phrases such as 'decent breakfast' without being clear what this
means (operationalisation).
She has generated a theory and made predictions based on flimsy evidence.
She has not used any scientific method to lead to her conclusions eg a carefully
controlled experiment, survey or observation.
She has drawn conclusions about the effects of breakfast without considering other
variables which might affect reading skills and behaviour.
AO2/3 Mark bands
Explanation demonstrates sound understanding.
6 marks
Application of knowledge is effective and shows coherent elaboration.
Effective
Ideas are well structured and expressed clearly and fluently. Consistently
effective use of psychological terminology.
Explanation demonstrates reasonable understanding.
5 - 4 marks
Application of knowledge is reasonably effective and shows some elaboration.
Reasonable
Most ideas appropriately structured and expressed clearly. Appropriate
use of psychological terminology.
Explanation demonstrates basic, superficial understanding.
3 - 2 marks
Application of knowledge is basic.
Basic
Expression of ideas lacks clarity. Limited use of psychological terminology.
Explanation is rudimentary, demonstrating very limited understanding.
1 mark
Application of knowledge is weak, muddled and may be mainly irrelevant.
Rudimentary
Deficiency in expression of ideas results in confusion and ambiguity. The
answer lacks structure, often merely a series of unconnected assertions.
No creditworthy material is presented.
0 marks
21
Mark Scheme – General Certificate of Education (A-level) Psychology A
Unit 4: Psychopathology, Psychology in Action and Research Methods – January 2011
Question Stem
A psychologist at the local university agrees to carry out a study to investigate the claim that
eating a healthy breakfast improves reading skills. He has access to 400 five-year-olds from
ten local schools, and decides to use 100 children (50 in experimental group and 50 in the
control group). Since the children are so young, he needs to obtain parental consent for
them to take part in his study.
Question 20
AO2/3 =3 marks
In a random sample, every member of the identified population has an equal chance of
selection. In this case, the sampling frame consists of the 400 five-year-old children
attending ten local schools. In order to obtain a simple random sample, the researcher has
to have the names of all 400 children and can then select using one of the following
methods:
•
Random number tables – random number tables are specially devised to meet the
following criteria – they contain strings of numbers where each number has the same
chance of being selected as any other and each number is independent of the others.
Such tables are readily available in statistics text books etc or can be generated by
the researcher using a computer program. The researcher assigns each child a
number between 1 and 400. He enters the table at any place (he could close his
eyes and point with a finger at a starting place) and then moves either horizontally or
vertically to produce a string of random numbers. He records all the numbers which
correspond to the 400 children until he has recorded a total of 100 non-duplicated
numbers.
•
Computer selection – This is a similar method where the computer does most of the
work. A computer can generate an endless string of random numbers ie numbers
which have no relationship to one another as a sequence. Each child's name is given
a number and a random number generator program is used to produce the required
sample size (in this case 100 participants).
•
Manual selection - Using this method, the researcher has to put each name (or an
assigned number) on a separate slip of paper and place them all in a container. The
researcher then selects 100 slips from the container. The following conditions could
apply: the container should be shaken between each draw; the slips of paper should
all be the same size and folded in the same way so that one does not feel different
from another; the selector draws 'blind' ie cannot see the actual slips of paper.
A simple definition of a random sample is not creditworthy since it offers no explanation.
Similarly, answers which only use the word 'random' as an explanation cannot gain credit eg'
He would choose 100 participants at random from the children.
One mark for a very basic method eg 'he would take names from a hat/ computer/ random
number table'. Two further marks for elaboration.
22
Mark Scheme – General Certificate of Education (A-level) Psychology A
Unit 4: Psychopathology, Psychology in Action and Research Methods – January 2011
Question 21
AO2/3 = 3 marks
Candidates could focus on:
• Even if a sample is random, it may not be truly representative of the population eg
might all come from the same school, or be all boys or all girls.
• Practical limitations eg the time and effort needed to write out 400 slips for the
manual method.
• Difficulties of obtaining a truly random sample eg even if the sample is selected
randomly, parents might refuse to allow their children to participate.
Any plausible and appropriate answers should be credited.
Up to 2 marks for identification of limitations. For 3 marks, one or more limitations must be
explained in reasonable detail.
Question 22
AO2/3 = 5 marks
There are two requirements to this question, why operationalising variables is important and
how to operationalise the IV and the DV. If a candidate only explains how/why, maximum 3
marks.
The terms' 'decent breakfast' and 'reading skills' are vague. It is important from the point of
view of objectivity, replicability and control of extraneous variables to make sure that these
terms are closely defined.
Suggestions as to how the psychologist might do this could include the following:
The researcher needs to specify the exact composition of the breakfast (possibly by doing a
pilot study or a literature search to identify the components of breakfast most likely to bring
about behavioural/cognitive change). He probably also needs to specify the time at which it
is consumed. The researcher needs to use a standard reading test which should be
administered to all the participants at the beginning of the study and at the end – the
dependent variable is likely to be the improvement score.
Question 23
AO2/3 = 2 marks
Reasons are:
• a test of difference
• data (scores from a reading test) are at least ordinal, this would include
ordinal/interval and/or ratio
• independent design
One mark for each appropriate reason (maximum 2 marks).
23
Mark Scheme – General Certificate of Education (A-level) Psychology A
Unit 4: Psychopathology, Psychology in Action and Research Methods – January 2011
Question 24
AO2/3 = 2 marks
It would have been more difficult to use a matched-pairs design because of the number of
relevant factors that would need to be controlled (eg gender, intelligence, parental
attitudes/income/education, experience of pre-school education, number of siblings in family
etc). There is a relatively small pool of children available (ie 400) and it could be difficult to
match on all these factors. It would also be very time-consuming; it could be quite expensive
to carry out the necessary surveys; it could be quite intrusive collecting such information from
parents.
One mark for a basic explanation eg “Because it is difficult to match participants
appropriately”.
One further mark for elaboration.
Question 25
AO2/3 = 2 marks
One mark for identifying an appropriate issue and second mark for explaining how it could be
addressed.
The most likely issue is confidentiality which could be addressed by ensuring that all scores
on reading scales and all personal information are anonymised.
There are also ethical problems involved in denying the control group breakfast although it is
more difficult for candidates to suggest a way of addressing this – perhaps to put only those
children into the control group who do not eat breakfast anyway, restricting the study length
to a short period of time and, if the study results support the hypothesis, to provide free
breakfasts to these children for the rest of the academic year.
Parental consent is excluded because it is given in the stem so answers which offer this as
an issue cannot gain credit.
24
Mark Scheme – General Certificate of Education (A-level) Psychology A
Unit 4: Psychopathology, Psychology in Action and Research Methods – January 2011
Question 26
AO3 = 12 marks
Question Stem
The psychologist asks some of his students to conduct a separate observational study at the
same time on the same group of children. The aim of this observational study is to test the
idea that eating a healthy breakfast affects behaviour.
Design should be written clearly, succinctly and with sufficient detail for reasonable
replicability.
Candidates will not receive credit for details included in the stimulus material. These include
using a random sample of 100 children, gaining parental consent and selection of a Mann
Whitney test.
To access marks in the top band candidates must state an appropriate hypothesis in which
“playground behaviour” is clearly operationalised. The hypothesis could be directional or
non-directional.
Given the wording of the question, a correlational hypothesis is not credit worthy, however,
the rest of the answer should be marked on its merits.
Likely aspects of “playground behaviour” would include activity levels, aggression, cooperative play etc.
An attempt to operationalise “a healthy breakfast” should be credited. However, candidates
could assume this had already been done by the psychologist.
As this is an observational study any of the following, together with appropriate justification,
would be credit-worthy:Is the observation covert or overt?
Where are observers positioned? (In playground, watching from window?)
Is a video recording of the children used? How will this be analysed (eg content analysis)?
Do the students who observe know what the children ate for breakfast?
At what times of day does the observation take place?
How many children are observed? (Candidates could justify using a smaller sub-sample of
the 100 children in the original study)
How long does each observation last?
Will the observers use a behavioural check list/tally chart?
Will more than one observer observe each child? If so, what training will be given and what checks
for inter-observer reliability will take place?
Reference to time sampling or event sampling.
Credit any other relevant material.
25
Mark Scheme – General Certificate of Education (A-level) Psychology A
Unit 4: Psychopathology, Psychology in Action and Research Methods – January 2011
AO2/3 Mark bands
12-10 marks Effective design
A design that demonstrates sound knowledge and understanding of observational
research. The selection and application of research techniques is appropriate. The
description provides sufficient detail for most aspects of the study to be implemented.
Some design decisions are justified effectively.
9-7 marks Reasonable design
The design is reasonable and demonstrates knowledge and understanding of some
aspects of observational research. The selection and application of research
techniques is mostly appropriate. The description provides sufficient detail for some
aspects of the study to be implemented. Some design decisions are justified.
6-4marks Basic design
The design is basic and demonstrates limited knowledge and understanding of aspects
of observational research. The selection and application of research techniques are
sometimes appropriate. Some basic design decisions/features of the study are
described but there may be significant omissions, lack of clarity and possibly some
implausible suggestions that severely limit implementation. Justifications of the design
are limited.
3-1 marks Rudimentary design
The design is rudimentary. Design decisions are muddled and or mostly inappropriate
and are not justified. Description lacks clarity. The study could not be implemented.
0 marks
No creditworthy material.
Mark bands should be used on the basis of ‘best fit’.
26